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Instructor GuideFourth Edition

Practicing BiologyA Student Workbook

Jean Heitz and Cynthia Giffen

University of Wisconsin, Madison

Campbell Biology

Ninth Edition

Jane B. Reece, Lisa A. Urry, Michael L. Cain, Steven A. Wasserman,

Peter V. Minorsky, Robert B. Jackson

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ISBN-13: 978-0-321-70517-4

ISBN-10: 0-321-70517-3

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Contents

Introduction to the Instructor’s Guide for Practicing Biology: A Student Workbook vii

Notes to Instructors 1

Activity 2.1 A Quick Review of Elements and Compounds 3

Activity 3.1 A Quick Review of the Properties of Water 8


Activity 4.1/5.1 How can you identify organic macromolecules? 13

Activity 4.2/5.2 What predictions can you make about the behavior of organic macromolecules if you know their structure? 19


Activity 6.1 What makes a cell a living organism? 24


Activity 7.1 What controls the movement of materials into and out of the cell? 28

Activity 7.2 How is the structure of a cell membrane related to its function? 31

Notes to Instructors

Activity 8.1 What factors affect chemical reactions in cells? 37

Activity 8.2 How can changes in experimental conditions affect enzyme-mediated reactions? 40


Activity 9.1 A Quick Review of Energy Transformations 46

Activity 9.2 Modeling Cellular Respiration: How can cells convert the energy in glucose to ATP? 48

Activity 10.1 Modeling Photosynthesis: How can cells use the sun’s energy to convert carbon dioxide and water into glucose? 54

Activity 10.2 How do C3, C4, and CAM photosynthesis compare? 58


Activity 11.1 How are chemical signals translated into cellular responses? 63


Activity 12.1 What is mitosis? 67

Activity 13.1 What is meiosis? 71FM-2 Reece_IG

Activity 13.2 How do mitosis and meiosis differ? 75


Activity 14.1 A Genetics Vocabulary Review 81

Activity 14.2 Modeling Meiosis: How can diploid organisms produce haploid gametes? 81

Activity 14.3 A Quick Guide to Solving Genetics Problems 85

Activity 14.4 How can you determine all the possible types of gametes? 90


Activity 15.1 Solving Problems When the Genetics Are Known 93

Activity 15.2 Solving Problems When the Genetics Are Unknown 95

Activity 15.3 How can the mode of inheritance be determined experimentally? 99


Activity 16.1 Is the hereditary material DNA or protein? 106

Activity 16.2 How does DNA replicate? 111


Activity 17.1 Modeling Transcription and Translation: What processes produce RNA from DNA and protein from mRNA? 115


Activity 18.1 How is gene expression controlled in bacteria? 126

Activity 18.2 Modeling the lac and trp Operon Systems: How can gene expression be controlled in prokaryotes? 128

Activity 18.3 How is gene activity controlled in eukaryotes? 130

Activity 18.4 What controls the cell cycle? 131


Activity 19.1 How do viruses, viroids, and prions affect host cells? 133


Activity 20.1 How and why are genes cloned into recombinant DNA vectors? 137

Activity 20.2 How can PCR be used to amplify specific genes? 139


Activity 21.1 How can we discover the sequence of an organism’s DNA? 144


Activity 22.1 How did Darwin view evolution via natural selection? 151

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Activity 22.2 How do Darwin’s and Lamarck’s ideas about evolution differ? 155

Activity 22.3 How would you evaluate these explanations of Darwin’s ideas? 157


Activity 23.1 A Quick Review of Hardy-Weinberg Population Genetics 162

Activity 23.2 What effects can selection have on populations? 168


Activity 24.1 What factors affect speciation? 173

Activity 24.2 How does hybridization affect speciation? 176


Activity 25.1 What do we know about the origin of life on Earth? 180

Activity 25.2 How can we determine the age of fossils and rocks? 183


Activity 26.1 How are phylogenies constructed? 187

Activity 26.2 What is parsimony analysis? 191

Activity 26.3 Put yourself in the professor’s shoes: What questions would you ask? 193


Activity 27.1 How diverse are the Archaea? 195

Activity 27.2 How has small size affected prokaryotic diversity? 198


Activity 28.1 How has endosymbiosis contributed to the diversity of organisms on Earth today? 203


Activity 29.1/30.1 What major events occurred in the evolution of the plant kingdom? 208

Activity 29.2/30.2 What can a study of extant species tell us about the evolution of form and function in the plant kingdom? 210

Activity 29.3/30.3 How are the events in plant evolution related? 216


Activity 31.1 How diverse are the fungi in form and function? 220


Activity 32.1/33.1 What can we learn about the evolution of the animal kingdom by examining modern invertebrates? 224

Activity 32.2/33.2 What factors affect the evolution of organisms as they become larger? 229

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Activity 34.1 What can we learn about the evolution of the chordates by examining modern chordates? 234


Activity 35.1 How does plant structure differ among monocots, herbaceous dicots, and woody dicots?241


Activity 36.1 How are water and food transported in plants? 247


Activity 37.1 What do you need to consider in order to grow plants in space (or anywhere else for that matter)? 253


Activity 38.1 How can plant reproduction be modified using biotechnology? 255


Activity 39.1 How do gravity and light affect plant growth responses? 259


Activity 40.1 How does an organism’s structure help it maintain homeostasis? 263


Activity 41.1 How are form and function related in the digestive system? 268


Activity 42.1 How is mammalian heart structure related to function? 279

Activity 42.2 How do we breathe, and why do we breathe? 282

Activity 42.3 How are heart and lung structure and function related to metabolic rate? 286


Activity 43.1 How does the immune system keep the body free of pathogens? 290


Activity 44.1 What is nitrogenous waste, and how is it removed from the body? 298


Activity 45.1 How do hormones regulate cell functions? 301


Activity 46.1 How does the production of male and female gametes differ in human males and females? 305

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Activity 47.1 What common events occur in the early development of animals? 310


Activity 48.1 How do ion concentrations affect neuron function? 316

Activity 48.2 How do neurons function to transmit information? 319

Activity 48.3 What would happen if you modified a particular aspect of neuron function? 324


Activity 49.1 How is our nervous system organized? 327


Activity 50.1 How does sarcomere structure affect muscle function? 331

Activity 50.2 What would happen if you modified particular aspects of muscle function? 335


Activity 51.1 What determines behavior? 337


Activity 52.1 What factors determine climate? 341


Activity 53.1 What methods can you use to determine population density and distribution? 348

Activity 53.2 What models can you use to calculate how quickly a population can grow? 354


Activity 54.1 What do you need to consider when analyzing communities of organisms? 360

Activity 54.2 What affects can a disturbance have on a community? 365

Activity 54.3 How can distance from the mainland and island size affect species richness? 368


Activity 55.1 What limits do available solar radiation and nutrients place on carrying capacities? 371


Activity 56.1 What factors can affect the survival of a species or community? 377

Appendix A An Introduction to Data Analysis and Graphing for a PC 381

Appendix B An Introduction to Data Analysis and Graphing for a Mac 387

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Introduction to the Instructor’s Guide for Practicing Biology: A Student Workbook

What does Practicing Biology: A Student Workbook contain?

The activities in this workbook focus on key ideas, principles, and concepts that are basic to understanding biology. The overall organization follows that of Campbell Biology, 9th edition. Key principles or processes developed in activities are often revisited and integrated in subsequent activities. Although the individual activities may vary in the thought processes required and in their specific biological content, the overall goals of this workbook are to:

Allow students to discover what they know and, more important, what they don’t know.

Help students to discover and modify any misconceptions in their understanding of biology.

Provide students with opportunities to synthesize and apply what they have learned to novel situations.

What kinds of activities are included?

The activities in Practicing Biology take a number of different forms:

Leading questions. In these activities, students are asked a series of leading questions that are designed to build their basic understanding of principles. Leading questions are generally followed by additional questions that give students the opportunity to apply what they have learned to new situations.

Concept mapping/Diagramming and Drawing. These activities, which include drawing exercises, concept maps, and flow diagrams, are designed to help students organize information and ideas and develop an understanding of how various pieces of information are interrelated.

Modeling. Modeling activities provide students with instructions for building models of dynamic biological processes that occur at the molecular, cellular, and physiological levels. Modeling can help students both develop and test their understanding of processes that are generally invisible to the naked eye.

Process of Science. Process of science activities encourage students to practice the use of scientific thought processes. They are designed to give students a better understanding of how the knowledge they gain in class can be applied to

propose experiments,

predict possible outcomes of experiments, and

interpret experimental data.

Reviewing. This group of activities provides an opportunity for students to review and integrate key ideas and principles in biology. The reviews are generally followed by activities that require students to apply their knowledge.

Teaching. In the teaching activities, students examine ideas, principles, and concepts from the instructor’s point of view. Most instructors will agree that their understanding of a process, idea, or concept increases when they work to help someone else learn it. These activities give students opportunities to develop deeper understanding by “putting themselves in the instructor’s shoes.”

Data Analysis and Graphing. These activities are designed to give students practice with interpreting graphs, analyzing data, and/or developing graphs from data sets. These skills are integral to both understanding and communicating information in biology.

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About the Authors

Jean Heitz is a Faculty Associate in Zoology at the University of Wisconsin (Madison) and has worked with Introductory Biology 151, and 152 since 1978. Her key roles have been in development of active learning activities for discussion sections and open-ended investigations for laboratory sections. She has also taught Botany/Zoology 969, a graduate course in “Teaching College Biology,” for more than 14 years and has presented workshops at a number of national meetings.

Cynthia Giffen joined the University of Wisconsin in 2005, following 5 years of research and teaching at Potomac State College and the University of Maryland. She earned a BS in Environmental Science from Allegheny College and an MS in Marine, Estuarine, and Environmental Sciences at the University of Maryland–Appalachian Lab. Previously, she served as Adjunct Faculty in Introductory Biology at Potomac State College and participated in aquatic and terrestrial ecology research at the University of Maryland.

Together their current research interests include the effects of undergraduate research opportunities on students, the effects of new technologies on student learning, and the development of new activities in introductory biology to engage students.

What additional information is available in the Instructor’s Guide?

1. A short discussion of some of the learning techniques used in the activities.

2. Activity-specific “Notes to Instructors.” The notes address these questions:

What is the focus of these activities?

What are the particular activities designed to do?

What misconceptions or difficulties can these activities reveal?

The “Notes to Instructors” also include sample answers to the questions posed in each activity. We provide the answers in both Word and HTML formats to allow you to copy and electronically post answers or to print out a hard copy for posting.

(Note: To avoid the idea that there is only one correct concept map or model for a given exercise, the Instructor’s Guide does not include examples of models or concept maps.)

A Short Discussion of Some of the Learning Techniques Used in the Activities

The methods used in the activities can be categorized loosely under these headings:

1. Leading, or Socratic, questioning

2. Process of science (including problem solving)

3. Modeling

4. Concept mapping, diagramming, and drawing

5. Teaching (or putting yourself in the instructor’s shoes)

1. Leading, or Socratic, questioning

As instructors, we ask questions to accomplish several goals:

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Set up a learning climate based on questioning and curiosity

Initiate interest or gain attention

Focus student learning

Discover what students do and don’t know

Questions can also be used for these purposes:

Organize or put information in context

Demonstrate the logic that leads to conceptual understanding

Lead students to discover their own answers to questions

How can leading, or Socratic, questioning be used in the classroom? As noted, leading, or Socratic, questioning is used in the classroom to determine what students do and don’t know—that is, the depth of their understanding. More important, it can be used to make our students self-directed learners, to help them develop the skills that will allow them to find answers for themselves, and to encourage them to build and reinforce their conceptual understanding.

An example of leading, or Socratic, questioning Assume you are beginning a section on human physiology. You want to discover what your students already know about why we eat and why we breathe. At the same time, you want to help them build a conceptual understanding of why we eat and breathe.

Student: You say the important thing for me is to determine what I know and what I don’t know. So how am I supposed to know what I don’t know?

Instructor: Let’s take an example. Do you understand the big picture—that is, do you understand conceptually why we eat and why we breathe?

Student: To get energy and building blocks and oxygen.

Instructor: That’s true, but can you be more specific about how eating provides energy?

Student: The energy comes from carbohydrates or sugars and fats that we eat.

Instructor: Okay, but what is it in these compounds that supplies energy?

Student: The energy of the molecules.

Instructor: So, what is the energy of the molecules and how is it used by the cells? Can you explain this?

At this point, the student may discover that she can’t explain that it is the energy in the C—H bonds and may need to be prompted. As a result, she discovers some of what she doesn’t know.

Instructor: Can we use this C—H bond energy directly to do work in our cells?

Again at this point, the student may not know how to answer.

Instructor: What kinds of bond energy do you know cells use?

Most students will know that the answer is ATP. Others will still not make the connection.

Student: ATP.

Instructor: So how does the energy of sugar molecules get to ATP?

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Student: Cells break down sugars to make ATP (in cellular respiration).

Instructor: What do you need for cellular respiration to produce ATP?

Student: Sugar and oxygen.

Instructor: Why do we eat and why do we breathe?

The students’ answers to each question indicate which part(s) of the overall concept they know or understand. If they don’t already have this conceptual understanding, the series of questions should help them make the logical connections between the overall gross organ-level functions of digestion and respiration and what ultimately goes on at the cellular level. We find that many undergraduates do not understand this connection.

Types of student questions The types of questions students ask fall into different categories.

Questions students don’t know the answer to and can’t know unless we tell them. For example: “We ran out of (a supply). Where can I find more of it?” These require simple, direct answers.

Questions students should be able to answer for themselves. Students may have to think back to what they know and build on this. These questions may also require students to integrate information they have acquired from different sources.

Questions students have generated from their curiosity. They don’t know the answer, and they can’t figure out the answer without further investigation.

Questions that require students to think and integrate available information You’re doing neurophysiology experiments using the live nerves of a cockroach.

Student: Should I rinse off the nerve in distilled water to clean it up before recording the action potential from it?

Instructor: What is the normal environment of the nerve?

Student: I don’t know.

Instructor: What’s the normal environment for human nerves?

Student: They’re surrounded by extracellular fluid.

Instructor: What characteristics does the extracellular fluid have?

If the student doesn’t know, ask: Is it the same as distilled water?

Student: No.

Instructor: So, would you expect the cockroach extracellular fluid to be equivalent to distilled water?

Student: No. But that doesn’t tell me what to use.

Instructor: What did we use to keep the frog nerve alive for experiments?

Student: Frog “Ringer’s” solution (a specific salt solution similar in composition to frog blood or extracellular fluid). Okay, I get it. I need to look for cockroach Ringer’s solution.

Instructor: What would happen if you used the distilled water instead of the cockroach Ringer’s on the nerve tissue?

Student: It probably wouldn’t function normally.FM-10 Reece_IG

Instructor: Why?

Student: Because of osmotic differences and ionic differences.

Instructor: Good! I think you really understand.

At this point, you’re probably asking yourself, is it worth it? Why didn’t I just give the answer? The value comes in the longer term. In other words, you’re using leading questions to teach students the process of questioning they should be using to answer their own questions. For this method to be most effective, it is best to let students know what you are doing and why you are doing it—that is, the reasons you have for using leading questions. You will find that you don’t have to demonstrate this process very often for your students to learn it. Over time you are asked far fewer questions of the type the students can answer for themselves. Instead, the questions you are asked tend to be more thoughtful and often arise from students’ curiosity.

Questions that come from curiosity and from what students don’t know and can’t necessarily know without further investigation In the previous neurobiology example, the students may know from their reading that the nerves in the insects tend to be covered by a sheath. As a result, they may wonder whether or not the sheath protects the insects from osmotic changes. This is something that students wouldn’t necessarily know and that could be explored experimentally. These are the kinds of questions we hope to encourage using the leading, or Socratic, questioning method.

Keep in mind that not all questions are good questions.

Student: Should I rinse off the nerve in distilled water to clean it up before recording the action potential from it?

Instructor: What do you think? or Do you think you should rinse off the nerve with distilled water?

Student: If I knew, I wouldn’t have asked the question.

Instructor: Did you read your lab manual?

Student: Yes, but I can’t find the answer there, and if you talked about it, I don’t remember.

Instructor: You’re right. I didn’t tell you that specifically, but you should be able to figure it out for yourself. Just think, why wouldn’t you want to use distilled water?

This exchange is going nowhere fast because the instructor is not using leading questions. None of the instructor’s questions leads the student to consider the possible effects of using distilled water. None of them reminds the student of what he already knows about diffusion gradients and the need to maintain homeostasis in the cell’s environment for appropriate function. The instructor is simply restating the student’s questions in a slightly different format. As a result, these questions provide the student no further insight; they are dead-end questions.

How can we encourage student questions and help students learn how to ask good questions? The best way to encourage questions is to make it clear that you want students to ask questions. It also helps to model the types of questions you want them to ask. The following exercise encourages questioning and helps students learn how to develop good questions.

During the first few class sessions and periodically thereafter, we give each student an index card or half a sheet of paper and ask each to write a question that logically follows from the day’s discussion in class. We reserve about 5 minutes at the end of the period for this activity.

At the end of class, we collect the cards and read through them to determine the types of questions and general themes. We then pick the best three or four and retype them in large type (36 point or larger) for display on an

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overhead or PowerPoint presentation.

At the beginning of the next class we explain that all the questions were valuable and could lead to a variety of interesting discussions. We show the ones we picked out as examples and indicate why these were chosen. For example: “These questions stand out because they exemplify the kinds of questions that

would lead us to learn more about this area,

would help us integrate what we’ve learned with other areas of biology, or

are interesting because they take what we learned and probe into new areas that we may not understand at present.”

How much time do students need to answer a question? When using leading questions, you need to consider how much time to give students to respond.

Try this test for yourself. Go into someone else’s classroom. Observe how long the instructor waits after asking a question before she requires a response or answers the question herself.

On average, most instructors give students less than 3 seconds to respond to questions. If we want thoughtful answers (or any answer at all), we need to give students adequate time to think and respond. At a minimum, we should allow 10 seconds for a response.

If asking questions of the whole class, we find that the following steps lead to much better responses:

Give the students a minimum of 10 to 20 seconds to write down their individual responses.

Then give them 2 or 3 minutes to share their thoughts in small groups before they are required to respond. (During this time, wander around the class and “eavesdrop” on conversations. Note the locations of groups with good, unique, or interesting ideas so you can call on some of them later.)

Call on a number of different individuals.

Following a procedure like this is especially important when asking questions that require integration or synthesis or that are more open-ended. The amount of time you should give for individual thought and for group discussion will vary depending on the complexity of the question. How do you know how much time is needed? You watch your students and listen to them. When it appears that the majority of individuals are done writing down their ideas, give the class another 10 seconds or so to finish their individual thinking. Then put students in small groups to share their ideas. Monitor the small groups and use the same basic rule for determining how long the small-group discussions should be.

2. Process of Science

In this workbook, problem solving is included as one of the processes of science. Simple problem-solving activities often involve mathematical calculations. For example, calculations can be used to determine the change in population size per unit time or methods of inheritance in genetics.

In addition, we include in this category designing and interpreting experiments and determining what students need to know to solve more open-ended problems—for example, problems in medicine or ecology. In all problem-solving activities, after the sample problems, we provide one or two conceptual questions that are designed to address why it is important to know how to do these problems.

Example problem (question 10 in Activity 53.2)

A rabbit population has the life table shown here.

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Age class Number of survivors

Number of deaths Mortality rate Number of offspring per reproducing pair

0–1 100 10 0.10 0

1–2 90 0.33 1.5

2–3 60 30 2.0

3–4 30 24 0.80 2.5

4–5 6 1.0 0

a. Fill in the missing data in the table.

b. Owing to a good food supply and a small predator population, the rabbit population is growing by leaps and bounds. The rabbits call a meeting to discuss population control measures. Two strategies are proposed:

Delay all rabbit marriages until age class 2–3 (rabbits never breed until after marriage).

Sterilize all rabbits in age class 3–4.

Which of the proposed strategies will be more effective in slowing population growth? Explain your reasoning and show your calculations.

Here is an alternative way of introducing this type of problem:

Proponents of birth control often disagree on the best method. Some claim that limiting all couples to two children is best. Others argue for a later age of childbearing in addition to a limit of two children. What effect would setting a later age of childbearing have on population growth if each couple goes on to have two children anyway?

Note that in both cases all calculations are done in the context of a larger question.

3. Modeling

Modeling helps students understand dynamic processes—for example, mitosis and meiosis, the laws of segregation and independent assortment, the transmission of an action potential along a neuron, and protein synthesis.

To understand a dynamic process, students must develop a dynamic (claymation, if you will) model that they can manipulate or move through the various steps of the process. To do this, they need to understand each step of the process. Any lack in understanding or misconception becomes evident and easily can be filled in or modified.

To set up a modeling exercise, identify

which process the students need to model, and

which elements of the process must be included in the model.

Include a few questions designed to help students realize why it is important to understand the process. For example:

People who suffer from bulimia often have reduced electrolyte levels (for example, Na+ and K+) in their blood and intercellular fluids. Use your model of the action potential to explain the effects reduced K+

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levels could have on nerve function.

It is important to keep modeling as simple as possible.

We have discovered that when we give students a prepackaged kit (for example, a chemical structures kit), they spend the majority of the class time trying to figure out how to use the kit. Students also get the impression that there is only one correct way to use the kit. As a result, they think that any question the instructor asks about their work with the kit is a “test question.” In contrast, when we give them a piece of chalk (to draw membranes and other features) and some containers of playdough, students make the parts as they need them and jump into the process quickly. Each model is different, so it is natural for the instructor to ask questions about them. For example, as the instructor, how can you know why some chromosomes in a meiosis model are red and others are blue unless you ask? It is much easier to talk with students about their models and to discover whether they have any questions or misconceptions.

4. Concept mapping, diagramming, and drawing

Concept mapping or diagramming can be used:

to bring a structure of hierarchy and relatedness to what may seem to the student to be a set of disjointed topics, facts, and ideas; and

to serve as a guide for the student to integrate and understand both broad and specific concepts associated with the topic being explored.

The mechanics of developing a concept map or diagram are simple. The students brainstorm, or the instructor provides, the list of terms to be included in the map or diagram. Students write each term on a separate sticky note or piece of paper. Working in small groups, students organize the terms into a map or diagram that indicates how the terms are associated or related. Students draw lines between related terms and write action phrases on the lines to indicate how the terms are related. Developing this structure helps the students to discover for themselves the multiple associations that exist among the various levels and components of a system or topic.

The ability of students to organize and develop a conceptual framework from a list of terms associated with a topic (for example, a list of the various parts of the digestive, circulatory, and respiratory systems) is a direct measure of the students’ understanding of the topic. Often the schemes or maps the students develop resemble flow diagrams. Using the same set of terms, different groups of students may come up with similar concept maps, but the maps are seldom identical. For example, maps developed by students with deeper understanding are generally less linear because they can see many more interrelationships and connections.

After the maps are finished, student groups are asked to explain them to each other. This gives the students an opportunity to discuss how and why their maps differ. These discussions help students to understand that that there are different ways of representing the same relationships. The discussions can also uncover misconceptions, which may appear as inappropriate or unsupportable associations in the map’s structure.

In other activities, students are asked to develop their own diagrammatic representation or drawing of specific structures and processes. To keep students from simply copying drawings out of the text, we require that the drawings be in the form of stick figures or cartoon characters. We ask that domino-effect processes (1 triggers 2, which leads to 3, and so on) be drawn as Rube Goldberg cartoon-type systems. For example, we ask students to draw a flow diagram (or Rube Goldberg cartoon-type handout) to explain how the various components of the ear interact to produce the sensation of sound in the brain. In another exercise, we ask them to diagram the interactions among cells in the B and T cell immune responses.

To let students know what we mean by a Rube Goldberg–type diagram, we provide the following example and remind them of the board game “Mouse Trap.”

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[Unnumbered figures comes here]

5. Teaching

Many of us recognize that one of the best ways to learn something is to teach it. As a result, some of the activities ask students to develop methods to teach each other. These activities are rated among the best learning experiences by the students themselves. However, the students rate the same activities as being among the most difficult and time-consuming.

In other activities, we ask students to develop exam questions (including answer choices) to give them a better understanding of how multiple-choice questions are structured. They also discover how difficult it is to write good questions.

Forward to Instructors

Since 1978, I have been involved in teaching introductory biology at the University of Wisconsin. During that period of time it has been my good fortune to work directly with more than 25 different faculty members, hundreds of teaching assistants, and more than 7,000 undergraduate students. I have learned a great deal about teaching from all of them.

Between 1989 and 1991, Dr. Marion Meyer and I received several small grants from the UW Center for Biology Education (funded by HHMI) to develop programs and courses.

1. A cross-campus Biology TA Training Workshop

2. A graduate-level course for teaching assistants titled “Teaching College Biology”

3. A model discussion/tutorial program (designed for students with little or no experience in the sciences or for students who have had previous difficulty in science courses)

4. A set of introductory investigative lab modules for use in introductory biology

The grants also allowed us to invite Dr. Frank Heppner1 and Dr. Sheila Tobias2 to present all-campus lectures related to improving undergraduate biology education.

We developed the Teaching College Biology course based on recognized need, the results of graduate student surveys, readings in learning/teaching theory, and discussions with knowledgeable faculty, staff, and deans from the Colleges of Letters and Sciences, Agricultural and Life Sciences, the School of Education, and the Academic Advancement Program.

During the planning and development of this course, it became clear that a great deal of information had been published that identified needs and problem areas in education. On the other hand, at that time, very little had been published that offered solutions to those problems. Similarly, various methods had been proposed to engage students in active learning, for example, concept mapping and small-group learning. However, very few examples existed of how to apply these methods to college biology. As a result, we developed our own activities and exercises. We tested these in our graduate course. Later, we served as advisors and our graduate 1 Frank Heppner is the author of a number of books and articles, including The Green Book of Grading (Ornis Press, Kingston, RI, 1984), and Professor Farnsworth’s Explanations in Biology (McGraw-Hill, 1990).

2 2Sheila Tobias is the author of many articles and books, including “Too Often, College-Level Science Is Dull as Well as Difficult,” Chronicle of Higher Education, (March 27, 1991), and They’re Not Dumb, They’re Different: Stalking the Second Tier (Research Corp, Tucson, AZ, 1990).

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students served as teaching assistants in development of the model discussion/tutorial program designed to help students learn biology, not just memorize facts.

What we learned from these efforts became the basis for our continuing development of both TA training methods and activities designed to help students learn major principles, concepts, and processes in introductory biology.

When Cynthia Giffen joined UW in 2005, she and I immediately formed a great working partnership. She brings a fresh perspective to the course and many ideas for new activities and additional teaching techniques. While at UW, she has made strides to increase active learning in lecture and to bring new technologies, such as podcasting, into introductory biology. Her experience with ecology and biostatistics has allowed us to develop additional data and graphical analysis questions and activities that help students understand the experimental nature of science.

Many of the ideas and examples used in this workbook are offshoots of these efforts. All of the activities were designed to more actively involve students in constructing their own understanding of basic principles and concepts in biology.

Notes and Resources

Since 1990 the educational literature on teaching for student learning and long-term retention has grown exponentially. I cannot claim to be an expert in the educational literature. However, for those of you who would like more information on the methods used in this workbook, or the educational/psychological theories behind the methods, I present (in no particular order) the following annotated list of books and articles.

The following articles can all be found in: Costa, Arthur L., Developing Minds: A Resource Book for Teaching Thinking, 3rd edition (Association for Supervision and Curriculum Development, Alexandria, VA, 2001).

Paul, Richard, “Dialogical and Dialectical Thinking,” pp. 427–436.

This article explains the differences between didactic (teaching by telling and learning by memorization) and dialogical and dialectical thinking or multilogical or critical thinking. It also describes four interrelated skills teachers need:

1. How to identify and distinguish multilogical from monlogical problems and issues

2. How to teach Socratically

3. How to use dialogical and dialectical thought to master content

4. How to assess dialogical and dialectical thought

Jackson, Thomas, “The Art and Craft of ‘Gently Socractic Inquiry,’” pp. 459–465.

This article is written for the K–6 teacher. However, it includes good ideas on creating a community of inquiry including cognitive tools students need to develop inquiry skills based on intellectual rigor.

Ennis, Robert, “Goals for a Critical Thinking Curriculum and Its Assessment,” pp. 44–46.

This is a brief and very succinct discussion of what the author calls “a useable, comprehensive and defensible set of critical thinking goals . . . to provide a useful basis on which to build curriculum and assessment procedures.”

Hyerle, David, “Visual Tools for Mapping Minds,” pp. 401–407.

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This article provides an overview of various types of visual tools that can be useful for “representing and understanding patterns and interdependencies and systems,” all of which can facilitate long-term retention of learning.

Handlesman, J., Houser B., and Kriegel, H., Biology Brought to Life: A Guide to Teaching Students to Think Like Scientists (Times Mirror Higher Education Group, Dubuque, IA, 1997).

This Instructor’s guide to the corresponding lab manual includes considerable practical information on how to apply group learning in a classroom setting. Some of the key literature on cooperative and group learning is also reviewed.

Johnson D. W., Johnson R. T., and E. Johnson Holubec, Circles of Learning: Cooperation in the Classroom (Interaction Book Company, Edina, MN, 1993).

Introduces the reader to a wide range of small-group and cooperative learning mechanisms as well as information on using the methods.

Novak, J. D., and Gowin, D. B., Learning How to Learn (Cambridge Press, 1984).

Tishman S., Perkins, D. N., and Jay, E., The Thinking Classroom: Learning and Teaching in a Culture of Thinking (Allyn and Bacon, Boston, 1995).

As stated by the authors: “This book explores six dimensions of good thinking and how to take a cultural approach to teaching them. These six dimensions are:

1. a language of thinking

2. thinking dispositions

3. mental management [metacognition]

4. the strategic spirit

5. higher order knowledge

6. transfer”

It explains core ideas and theories and provides examples of how these might be put into practice in the classroom.

Uno, G. E. Handbook on Teaching Undergraduate Science Courses (Saunders College Publishing, 1999).

This book provides considerable practical information on teaching science. A complete chapter (Chapter 5) is devoted to how students learn. Two other chapters deal with inquiry instruction and critical thinking skills.

Billson, J. M., “The College Classroom as a Small Group: Some Implications for Teaching and Learning,” Teaching Sociology, 14 (July, 1986), pp. 143–151.

In this article, the author develops 15 principles of group process and development in the classroom and provides suggestions for their implemention.

Blackwell, P. J., “Student Learning: Education’s Field of Dreams,” Phi Delta Kappan, 84(5), p. 362.

As stated in the abstract, “Blackwell urges schools of education to shift their emphasis to the knowledge base about student learning and she provides seven benchmarks for programs that will produce high quality teachers who understand how students learn.”

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Greenwald, N. “Learning from Problems,” The Science Teacher, (April 2000), pp. 28–32.

In this article, the author examines the use of problem-based learning when teaching for understanding.

Halpern, D. F., and Hakel, M. D., “Applying the Science of Learning to the University and Beyond,” Change, 35(4)(2003), p. 36.

This article includes a short summary of the types of teaching required for long-term retention and transfer of knowledge among college students. This includes brief notes on the use of concept maps and other alternative presentation formats for learning for retention.

Hufford, T. L., “Increasing Academic Performance in an Introductory Biology Course,” Bioscience, 41(2), pp. 107–108.

The author reports on changes made to improve student learning in introductory biology. Among these were reducing class size, increasing and promoting cooperative learning both in and outside of class, and providing help with study and test-taking skills.

Leonard, W. H., “How Do College Students Best Learn Science?” Journal of College Science Teaching (May, 2000), pp. 385–388.

This article provides a brief description of constructivist learning and support for its use in teaching college science. In addition, it points out the need to use a diversity of teaching methods to better fit the needs of today’s diverse undergraduate student body.

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